Title Format Sponsor
Chinese language video clips
Audio-Visual

Description

Fifty video segments from footage shot on location in and around Beijing, including: an interview with a girl about her favorite toys self-introductions by college students an off-the-cuff introduction to taxis and buses Filmed on location in Beijing, mostly at Peking University, these naturalistic video clips, ranging from less than one minute to eight minutes in length and consisting chiefly of unrehearsed interviews of ordinary folk, offer valuable source material for Chinese language teachers at all levels. Six topic areas are represented: personal information, commercial transactions, travel and leisure, health and sports, food, and school. Chinese Language Video Clips are not lessons but "raw material" -- video segments shot in China to be used as you see fit.

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Authentic Tagalog video (text + video)
Audio-Visual

Description

The Authentic Tagalog Video set (text plus videotape) is intended to supplement existing Tagalog curricula at the secondary and post-secondary school level. The twenty-one video lessons are assembled from selected authentic materials ranging from documentaries to television soap operas to product advertisements. Each five-stage lesson targets a specific learning level (from elementary to advanced) by proceeding through activities for pre-viewing, global viewing, extracting specific information, linguistic exploration, and post-viewing. Additional texts may be ordered separately for classroom use.

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Attention & awareness in foreign language learning
Print

Description

Issues related to the role of attention and awareness in learning lie at the heart of many theoretical and practical controversies in the foreign language field. This collection of papers presents the results of research into the learning of Spanish, Japanese, Finnish, Hawaiian, and English as a second language (with additional comments and examples from French, German, and miniature artificial languages) that bear on these crucial questions for foreign language pedagogy.

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In 1990, the Department of Education established the first Language Resource Centers (LRCs) at U.S. universities in response to the growing national need for expertise and competence in foreign languages. Now, twenty-five years later, Title VI of the Higher Education Act supports sixteen LRCs, creating a national network of resources to promote and improve the teaching and learning of foreign languages.

LRCs create language learning and teaching materials, offer professional development opportunities for language instructors, and conduct and disseminate research on foreign language learning. All LRCs engage in efforts that enable U.S. citizens to better work, serve, and lead.

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